Multimodality in Language Education – Implications for Teaching

Petra Magnusson; Anna-Lena Godhe

doi:10.16993/dfl.127

Multimodality in Language Education – Implications for Teaching

Designs for Learning

Volume 11 (2019): Issue 1

By: Petra Magnusson and Anna-Lena Godhe

Open Access

|Aug 2019

Abstract

The aim of this article is to discuss how a multimodal approach to meaning-making can contribute to language education and how multimodal meaning-making is supported in the Swedish curricula. Considering the rapid digitalization of contemporary communication, the aim and content of language education has been challenged. The article describes contemporary communication and meaning-making from a socio-semiotic, multimodal approach. Based on an example from a poetry assignment and students’ solutions in a Swedish as a first language framework, we want to discuss the possibilities and challenges for meaning-making and teaching, while opening up the subject of Swedish for multimodality. Two poems are viewed from a multimodal perspective showing the usage of different modes and media. Based on this the article investigates the support in the curricula for multimodal meaning-making. The article concludes by stressing the importance of recognizing multimodal meaning-making as learning in language education.

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Articles in this issue

DOI: https://doi.org/10.16993/dfl.127 | Journal eISSN: 2001-7480

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Language: English

Page range: 127 - 137

Submitted on: Oct 24, 2018

Accepted on: Aug 12, 2019

Published on: Aug 27, 2019

Published by: Stockholm University Press

In partnership with: Paradigm Publishing Services

Keywords:

© 2019 Petra Magnusson, Anna-Lena Godhe, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 11 (2019): Issue 1